IMPACT OF CLASS REPETITION AND MASS PROMOTION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN ANAMBRA STATE

AUTHOR: EBOATU, VERONICA NONYELUM

DEPARTMENT: EDUCATIONAL MANAGEMENT AND POLICY

AFFILIATION: NNAMDI AZIKIWE UNIVERSITY, AWKA

The study investigated the impact of class repetition and mass promotion policies on the academic achievements of students in Anambra State secondary schools. Class repetition had, until recently, been the usual response to students’ poor academic achievement and most teachers, parents and even students have the belief that is not backed by any known study in Anambra State and Nigeria that class repetition has a remedial effect on learning. But some educationists and policy makers argue that class repetition is economically wasteful and emotionally stressful because the alternative policy, mass promotion, will ease the students’ progression rates and make it possible for more children to be educated. To fill this gap and provide information that will enable policy makers take informed decisions, this study was undertaken. The causal comparative or ex-post-facto research design was adopted, with four research questions and four null hypotheses guiding the study. A review of relevant literature under the Conceptual, Theoretical, Empirical Frameworks and Other Issues revealed a complete dearth of studies on mass promotion and class repetition in Anambra State and Nigeria. The populations of this study consisted of all failed JSS1 students during the base year, 2004/2005 session in the six Education Zones from which a sample of 636 students was obtained by stratified random sampling. One hundred and forty five of the sample repeated JSS1 and 491 were promoted to JSS2. Two researcher designed data collection forms were used to collect these students’ result for analysis. The statistical analysis of range of scores, frequencies, percentages and Pearson Product Moment Correlation (r) were used to answer the research questions, while t-test analysis was used to test the null hypotheses. Major findings from the analysis of data revealed that class repetition made a significant positive change on the academic achievement of failed students in JSS 1, the repeated students’ results were also significantly better than those of the mass promoted group in their JSS2. Repeated students had a higher correlation co-efficient in their JSS1 and JSS2 results than the mass promoted group. Based on the findings the researcher, among other things, recommended that educational policy makers fashion outs an eclectic promotion policy that will enable school principals and head teachers to repeat students especially in those cases where teachers and parents feel that it would help students perform better in the future.
TO VIEW THE FULL CONTENT OF THIS DOCUMENT, PLEASE VISIT THE UNIZIK LIBRARY WEBSITE USING THIS LINK, http://naulibrary.org/dglibrary/admin/book_directory/Thesis/10336.pdf

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